Assessment in EYFS
What is the EYFS Baseline?
All children starting in F2 participate in the reception baseline assessment (RBA) within the first 6 weeks of starting F2. The purpose of the assessment is to provide the starting point for a new measure that will help parents understand how well schools support their pupils to progress between reception and year 6.
The baseline assessment is a short, interactive and practical assessment of your child’s early literacy, communication, language and mathematics skills when they begin school, using materials that most children of your child’s age will be familiar with. It became statutory for all schools from September 2021.
The baseline assessment is not about judging or labelling them or putting them under any pressure. Children cannot ‘pass’ or ‘fail’ the assessment. Its main purpose is to create a starting point to measure the progress schools make with their pupils.
Please see the attached leaflet for more information: Information for parents Baseline Asessment
What is the EYFS profile?
The EYFS profile is sometimes known as the early years profile or EYFSP. It summarises a child’s attainment at the end of the Early Years Foundation Stage (EYFS), which is when they finish F2. In September, the child will then move into key stage 1 and enter their year 1 class. The EYFS profile summarises a child’s attainment against the early learning goals. There are seventeen early learning goals (sometimes shortened to ELGs) across all the Areas of Learning. The early learning goals are the goals or targets that children are working to achieve by the end of F2. The goals cover a range of skills that children will have been learning and practising throughout the Early Years Foundation Stage. You can see a list of the early learning goals if you click on the document below.
How will the profile be completed?
Reception teachers will use their knowledge of what each child knows, understands and can do in order to decide the outcomes presented in the profile. They will also take into account the views of other people, including parents and carers, other members of staff and other agencies, such as childminders or speech and language
For each of the seventeen early learning goals, children will be awarded an outcome.
This will be either:
• ‘Emerging’ – meaning that the child is not yet reaching the expected level
• ‘Expected’ – meaning the child has reached the expected level
These outcomes will be shared with the child’s parents/carers and their year 1 teacher. Remember, there is no need to worry if your child is given an emerging level for one or more of the goals. Children develop at different rates and the main purpose of the profile is to provide support for each child at the correct level as they continue through the school. The main purpose of the EYFS profile is to help create a smooth transition into year 1. The profile results will be shared and discussed with the child’s year 1 teacher to enable them to plan activities to meet the needs of all children in the class and to develop an understanding of each child’s needs.
Please see the EYFS Profile handbook for more information:
The 17 Early Learning Goals
Communication and Language
Personal, Social and Emotional
Listening and attention
Children listen attentively in a range of situations. They listen to stories, accurately anticipating key events and respond to what they hear with relevant comments, questions or actions. They give their attention to what others say and respond appropriately, while engaged in another activity.
Children follow instructions involving several ideas or actions. They answer ‘how’ and ‘why’ questions about their experiences and in response to stories or events.
Children express themselves effectively, showing awareness of listeners’ needs. They use past, present and future forms accurately when talking about events that have happened or are to happen in the future. They develop their own narratives and explanations by connecting ideas or events.
Self-confidence and self-awareness
Children are confident to try new activities, and say why they like some activities more than others. They are confident to speak in a familiar group, will talk about their ideas, and will choose the resources they need for their chosen activities. They say when they do or don’t need help.
Managing feelings and behaviour:
Children talk about how they and others show feelings, talk about their own and others’ behaviour, and its consequences, and know that some behaviour is unacceptable. They work as part of a group or class, and understand and follow the rules. They adjust their behaviour to different situations, and take changes of routine in their stride.
Children play co-operatively, taking turns with others. They take account of one another’s ideas about how to organise their activity. They show sensitivity to others’ needs and feelings, and form positive relationships with adults and other children.
Moving and handling:
Children show good control and co-ordination in large and small movements. They move confidently in a range of ways, safely negotiating space. They handle equipment and tools effectively, including pencils for writing.
Health and self-care
Children know the importance for good health of physical exercise, and a healthy diet, and talk about ways to keep healthy and safe. They manage their own basic hygiene and personal needs successfully, including dressing and going to the toilet independently.
Understanding the World
Expressive Arts and Design
Children read and understand simple sentences. They use phonic knowledge to decode regular words and read them aloud accurately. They also read some common irregular words. They demonstrate understanding when talking with others about what they have read.
Children use their phonic knowledge to write words in ways which match their spoken sounds. They also write some irregular common words. They write simple 24 sentences which can be read by themselves and others. Some words are spelt correctly and others are phonetically plausible.
Children count reliably with numbers from 1 to 20, place them in order and say which number is one more or one less than a given number. Using quantities and objects, they add and subtract 2 single-digit numbers and count on or back to find the answer. They solve problems, including doubling, halving and sharing.
Shape, space and measures
Children use everyday language to talk about size, weight, capacity, position, distance, time and money to compare quantities and objects and to solve problems. They recognise, create and describe patterns. They explore characteristics of everyday objects and shapes and use mathematical language to describe them.
People and communities
Children talk about past and present events in their own lives and in the lives of family members. They know that other children don’t always enjoy the same things, and are sensitive to this. They know about similarities and differences between themselves and others, and among families, communities and traditions.
Children know about similarities and differences in relation to places, objects, materials and living things. They talk about the features of their own immediate environment and how environments might vary from one another. They make observations of animals and plants and explain why some things occur, and talk about changes.
Children recognise that a range of technology is used in places such as homes and schools. They select and
use technology for particular purposes.
Exploring and using media and materials:
Children sing songs, make music and dance, and experiment with ways of changing them. They safely use and explore a variety of materials, tools and techniques, experimenting with colour, design, texture, form and function.
Children use what they have learnt about media and materials in original ways, thinking about uses and purposes. They represent their own ideas, thoughts and feelings through design and technology, art, music, dance, role-play and stories.